November 2017 STA key stage 2 teacher assessment moderation training support materials Contents Description of Powerpoint slides and relevant support materials 3 Suggested scenarios to illustrate ‘particular weaknesses’ 5 Suggested scenario to illustrate where discretion should not apply 9 Activity 1: EXS piece A - letter based on ‘Goodnight Mister Tom’ by Michelle Magorian 11 Activity 1: EXS piece B - short story 19 Activity 1: EXS piece C - letter based on ‘Kensuke’s Kingdom’ by Michael Morpurgo 21 Activity 1: EXS piece D - diary extract based on ‘The Diary of Anne Frank’ 22 Activity 1: EXS piece E – broadcast transcript 23 Activity 1: EXS piece F – periscopes 24 Activity 2: EXS pupil X – training commentary 26 Activity 3: GDS - contextual information for scripts referenced in activity 35 Activity 3: GDS piece A - alternative ending to ‘The Boy in the Striped Pyjamas’ by John Boyne 37 Activity 3: GDS piece B - biography of Ronald Weasley 38 Activity 3: GDS - Unpicking the ‘pupil can’ statements 43 Activity 3: GDS piece C - letter from Juliet to her father 45 Activity 3: GDS piece D - letter from Juliet to her father 46 Activity 3: GDS - Unpicking the ‘pupil can’ statements 47 Activity 3: GDS piece E - letter and diary extract 49 Activity 3: GDS piece F - persuasive report 51 Activity 3: GDS piece G - report on the discovery of new species 52 Activity 3: GDS - Unpicking the ‘pupil can’ statements 55
57
Embed
STA key stage 2 teacher assessment moderation training ... · PDF fileNovember 2017 STA key stage 2 teacher assessment moderation training support materials Contents Description of
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
November 2017
STA key stage 2 teacher assessment moderation training support materials
Contents
Description of Powerpoint slides and relevant support materials 3
Suggested scenarios to illustrate ‘particular weaknesses’ 5
Suggested scenario to illustrate where discretion should not apply 9
Activity 1: EXS piece A - letter based on ‘Goodnight Mister Tom’ by Michelle Magorian 11
Activity 1: EXS piece B - short story 19
Activity 1: EXS piece C - letter based on ‘Kensuke’s Kingdom’ by Michael Morpurgo 21
Activity 1: EXS piece D - diary extract based on ‘The Diary of Anne Frank’ 22
Activity 1: EXS piece E – broadcast transcript 23
Activity 1: EXS piece F – periscopes 24
Activity 2: EXS pupil X – training commentary 26
Activity 3: GDS - contextual information for scripts referenced in activity 35
Activity 3: GDS piece A - alternative ending to ‘The Boy in the Striped Pyjamas’ by John Boyne 37
Activity 3: GDS piece B - biography of Ronald Weasley 38
Activity 3: GDS - Unpicking the ‘pupil can’ statements 43
Activity 3: GDS piece C - letter from Juliet to her father 45
Activity 3: GDS piece D - letter from Juliet to her father 46
Activity 3: GDS - Unpicking the ‘pupil can’ statements 47
Activity 3: GDS piece E - letter and diary extract 49
Activity 3: GDS piece F - persuasive report 51
Activity 3: GDS piece G - report on the discovery of new species 52
Activity 3: GDS - Unpicking the ‘pupil can’ statements 55
2
[Blank page]
3
Description of Powerpoint slides and relevant support materials
Description Hand out required
Overview of changes to the TA guidance
The slide covers changes to the KS2 TA
guidance.
Powerpoint slides 1-9
No handouts required
Good Reason
Scenarios to illustrate ‘A particular weakness’.
Ebrahim and Lila, which can be read and
discussed.
Powerpoint slide 10
Handouts: pages 5-9 of the training pack:
Suggested scenarios to illustrate ‘particular
weaknesses’
Suggested scenario to illustrate where discretion
should not apply – ‘particular weakness’
Revisions made to ‘Pupil can statements’
The slide unpicks the revisions made to the
‘pupil can’ statements for the ‘expected
standard’, looks at the new exemplification for
working at the ‘expected standard’ and applies
them to a collection of one pupil’s writing.
Powerpoint slides 11-24
No handouts required
Activity 1: Applying the ‘expected
standard’ to a collection of work
The collection of work presented can be
considered, in particular, focussing on how the
evidence meets the standard awarded. This
collection was moderated as ‘working at the
expected standard’
Once the scripts have been read (in pairs or
small groups), the evidence can be identified to
support a judgement of working at the expected
standard. Consider the professional discussion
between moderator and class teacher, noting
any points for discussion.
Powerpoint slide 25
Handouts: pages 11-26
KS 2 EXS pupil X- blank commentary
KS2 EXS –contextual information for scripts
referenced in activity
KS2 EXS piece A- letter based on ‘Goodnight
Minster Tom’ by Michelle Magorian
KS2 EXS piece B – short story
KS2 EXS Piece C- letter based on ‘Kensuke’s
Kingdom’ by Michael Morpurgo
KS2 EXS piece D - diary extract based on ‘The
Diary of Anne Frank’
KS2 EXS piece E – broadcast transcript
KS2 EXS piece F – periscope
4
Description Hand out required
Activity 2: Reviewing the commentary
A discussion about evidence from the
commentary.
Powerpoint slide 25
Handout: page 27-33
KS2 EXS pupil X – training commentary
Overview of greater depth within the
excepted standard
The slides will cover ‘pupil can’ statements for
greater depth within the expected standard.
Powerpoint slides 26-30
No handouts required
Activity 3: Unpicking the statements for
‘working at greater depth within the
expected standard’
This activity requires looking at 7 single pieces
of writing.
Each piece contains some brief contextual
information.
You should not attempt to make a judgement on
the standard of any of the pieces presented.
Look for evidence of the specified greater depth
statement linked to the relevant pieces of writing
Look at Pieces A and B first
Read through the commentaries and discuss the
findings against those in the commentary.
Repeat the process with pieces C and D
Repeat the process with pieces E, F and G
Powerpoint slide 31
Handouts: pages 35-59
KS2 GDS – contextual information for scripts
referenced in activity
KS2 GDS piece A- alternative ending to ‘The
Boy in the striped Pyjamas’ by John Boyne
KS2 GDS piece B-biography of Ronald Weasley
KS2 GDS piece C-letter from Juliet to her father
KS2 GDS piece D-letter from Juliet to her father
KS2 GDS piece E-letter and dairy extract
KS2 GDS piece F-Persuasive report
KS2 GDS piece G-report on the discovery of
new species
KS2 GDS Unpicking the ‘pupil can’ statements.
GDS commentary: pieces A, B, C, D, E, F and G
Overview of timeline for standardisation
Powerpoint slides 32-37
No handouts required
5
Suggested scenarios to illustrate ‘particular weaknesses’
Working towards the expected standard
Wesley
Wesley can ‘describe settings and characters’, although at a fairly simple level. He can write for a
range of purposes, including non-narrative writing. Wesley struggles with organisation and finds
planning day-to-day tasks difficult. This affects his writing since, although he has many ideas, he
cannot always work out how to group them logically into sections or paragraphs. In non-narrative
writing, his teacher encourages him to use headings, sub-headings, bullet points, numbering and
diagrams to support his organisation of a text. These devices help him structure his writing and he
understands how they help others to read what he has written, such as when following numbered
steps in sequence. However, in narratives such as recounts, stories and biographies, Wesley often
fails to use paragraphs as he finds it more difficult to recognise the boundaries between groups of
connected ideas.
Wesley’s teacher is confident that his difficulty with paragraphing is a particular weakness in relation
to the overall standard of his writing and should therefore not detract from the judgement that he is
‘working towards the expected standard’.
Wendy
Wendy’s writing shows that she is ‘working towards the expected standard’ for key stage 2 (KS2)
writing. This is shown across a range of writing for the statements relating to composition,
punctuation and handwriting. Her independent writing also shows some evidence of the statements
related to ‘working at the expected standard’, such as her awareness of purpose and audience, her
correct and consistent use of verb tenses and her fluent joined handwriting.
Class tests show that she can spell ‘some’ – but not ‘most’– words from the Year 3 & 4 list,
especially those where she can apply her phonics knowledge and skills, as in believe, caught,
consider, difficult, heart, probably and straight. She tackles some of the words from the year 5 & 6
list in a similar way: bargain, identity, lightning, shoulder. She rarely misspells these. She has also
learnt mnemonics for spelling words such as necessary (Y5/6). However, there are many words on
the 2 lists that she continues to spell incorrectly, both in tests and in her independent writing.
In her teacher’s opinion, Wendy’s difficulty in spelling many of the words on the word lists
(especially the year 3 & 4 list) should be considered a particular weakness and should not detract
from the overall judgement that she is ‘working towards the expected standard’.
At the expected standard
Ebrahim
Ebrahim has been assessed by his teacher as ‘working at the expected standard’ for KS2 writing.
6
His writing overall is grammatically accurate. He is able to spell words from the statutory word list
correctly, helped by his willingness to use a dictionary independently to check the spelling of words
he is unsure of. His punctuation is excellent: he uses the range of punctuation taught at key stage 2
almost always accurately.
The teacher believes that Ebrahim’s writing provides evidence of all the ‘pupil can’ statements at the
‘expected standard’, except for his limited use of a ‘range of devices to build cohesion’. In particular,
in narratives, including in stretches of dialogue, Ebrahim often fails to identify where he might use a
pronoun or other ways of referring to a character rather than repeating the character’s name. The
result is sometimes a staccato or stilted style. However, when his writing is read back to Ebrahim,
he can usually identify where he needs to make changes to improve the cohesion. He has made
progress with doing this during the year, although he still fails to make the necessary changes
independently.
Taking into account that his writing securely evidences all the other statements at this standard, the
judgement is that Ebrahim is ‘working at the expected standard’.
Emmie
In virtually all respects, Emmie’s writing meets the requirements of the ‘expected standard’, except
that, when she writes at speed, words are sometimes illegible, although she maintains a joined
hand. Emmie is an enthusiastic writer and, particularly in story writing, once she has planned what
she wants to say, her thought process has a tendency to overtake her physical ability to produce
consistently legible handwriting. When asked to read back her work back, Emmie is able to interpret
words which lack legibility and, when prompted, can decipher these for her teacher. For the most
part, her written work shows that she is capable of producing well-formed, joined handwriting that is
clear enough to read.
Emmie’s teacher knows that, if it were not for her occasional difficulties with handwriting, she would
meet all of the statements for the ‘expected standard’. Her occasional lapses into illegibility are
therefore considered to constitute a ‘particular weakness’.
Working at greater depth within the expected standard
Graham
Graham has a wide vocabulary and uses this to great effect in his writing. He can write in different
forms and styles and whatever he writes is mature and convincing. His grammar, punctuation and
spelling are of a high standard.
The only very minor weakness his teacher identifies is Graham’s confusion about when to use a
semi-colon and when using a colon might be more effective.1 The confusion does not stem from
1 R L Trask’s Penguin guide to punctuation provides excellent examples, if you needed to add similar
examples here.
7
Graham’s lack of understanding of main clauses but, rather, from his failure to identify where a
colon (or a semi-colon) might be used to ‘enhance meaning and avoid ambiguity’.
His teacher is in no doubt that Graham is working at ‘working at greater depth within the expected
standard’ for KS2 writing and that his confusion about colons and semi-colons should be considered
only as a ‘particular weakness’ in this respect.
Gabriele
Gabriele speaks German as well as English; she speaks German at home. She reads widely in both
languages and writes them both fluently. She draws extensively on this reading in her writing. Very
occasionally, she translates a German expression into English, which does not quite work.
All the evidence from her writing indicates that she is ‘working at greater depth within the expected
standard’ for KS2 writing. Her overall grasp of grammar in general, in German and English,
contributes to her ‘assured and conscious control over levels of formality’, especially because she is
able to ‘manipulate’ grammar to achieve it. Her understanding of clause structure supports her
sentence punctuation, especially her use of commas to mark the boundaries between main and
subordinate clauses.
Her teacher, however, says that Gabriele has a ‘blind spot’ about the possessive apostrophe. This is
the only punctuation where Gabriele gets anything wrong. (She always uses the apostrophe for
contraction correctly.) Her parents have explained that German generally does not use an
apostrophe to signal possession, but that the influence of English on German is changing this.2
Younger people in Germany sometimes use an apostrophe where their parents and grandparents
would not. Gabriele’s approach is to omit the possessive apostrophe altogether when writing
English.
Her teacher considers the absence of the possessive apostrophe and the rare mis-judgements
about vocabulary to be a ‘particular weaknesses’ that should not prevent her from making the
judgement that Gabriele is ‘working at greater depth within the expected standard’.
2 This link provides a useful insight into the usages of the possessive apostrophe in German and how it is changing: https://german.stackexchange.com/questions/2550/does-german-language-have-possessive-